Describe What Your Role, Responsibilities and Boundaries Would Be as a Teacher in Terms of the Teaching/Training Cycle.

Describe what your role, responsibilities and boundaries would be as a teacher in terms of the teaching/training cycle.

Defining the role of teacher is difficult as any definitions will be influenced by our previous experiences, therefore becoming subjective. The definition will not only be based on our experiences but is also interdependent on our abilities, age, culture and expectations. One could argue that there is a very close link between the qualities used to describe the role of teacher and those used to describe a ‘good’ or ‘effective’ teacher.

There has been much research and therefore a plentiful supply of literature that defines the qualities of a ‘good’ or ‘effective’ teacher. Shedlin (1986), ‘concludes that the best teachers possess the following characteristics: respect, sense of humour, demand expectations, flexible firmness, enthusiasm and resourcefulness, cross-curricular teaching, making learning useful and the willingness to listen’. Further research carried out by Ogden, Chapman and Doak (1994), suggests that an effective teacher should have the following characteristics: adaptable, caring, collaborative, committed, confident, creative, dedicated, demanding, energetic, persistent, knowledgeable, enthusiastic, emotionally stable, motivated, flexible, friendly, organised, patient, sensitive, tolerant and a good listener.

I have to agree with the research carried out by the above authors and can apply those adjectives used to explain the role of the teacher. I feel that a teacher needs to be a good communicator as well has having excellent interpersonal skills. Just because a person is qualified to teach does not make then a teacher, some individuals can be very well qualified but can not get the message across. For example, a highly qualified maths teacher, who cannot get on the same wavelength as the students to be able explain examples and instructions.

The role of teacher is extremely important. Many students form their own opinions about school and teachers from an early age, which they carry throughout their schools career, Asksoy (1998). If a teacher is too negative or becomes aggressive the student will naturally build barriers which can become stronger as the child or adult moves through school, which has a direct result on the success rate of that adult or child when taking exams, or even attending school. Therefore the role of the teacher also encompasses being compassionate, sensitive, tolerant and exceptional listening skills, which include not just listening to the spoken word but also what is not being said?

The teacher has to know their subject and really understand it, to be able to impart good quality reliable information. They must also be extremely well organised, as students have a tendency to switch off if they see a tutor who has forgotten class notes or who simply does not care enough to have completed the relevant background work. After all why should they bother if the teacher can not be bothered? This in turn also builds mutual respect; effectively leading by example.

A teacher needs to be firm but fair and define class rules right at the start thus ensuring students of all ages know their boundaries and limitations. In with the rules there also needs to be clear defined expectations in terms of work quality and hand in dates for class and homework etc. They have to have the enthusiasm to motivate students, to want to learn. As Galileo stated, ‘you cannot teach a man anything: you can only help him find it within him’. Galileo was talking about motivation and getting students interested in the subject, which in turn brings in-depth understanding and learning.

I feel that a good teacher will be inventive when looking to deliver a lesson, there are no hard and fast rules about how you get the message across only that the message is learnt and remembered. If a student participates in class that is different and/or fun they are more likely to remember the facts. The teacher must also be able to adapt the lesson at short notice should students not understand where the teacher is leading them. In short the teacher needs to apply reflective practice in the classroom, to ensure that goals are achieved without putting undue stress on the students.

A teacher is simple not made, he/she develops throughout their career through practice and continued personal development. But they must continue to learn from their mistakes and from their colleagues through collaborative working to ensure that they do not form bad habits that can have a detrimental effect on their students. They should also be open to learn from their students too. In other words they must remain open and reflective to ensure that they continue to grow. A closed mind achieves nothing!

In conclusion the role of the teacher is difficult but worth while. They are a leader, as well as an informer, but realise they that they can not just stand in front of a class and speak. They are inventive and enthusiastic and know their subject well. They listen well and not just to the spoken word, they are motivators but task masters too. Aksoy (1998) published a comment from a primary school child that is very profound and very apt:

“A good teacher does not give us a fish, but teachers us how to fish”

Word Count: 842
References:

Aksoy, N. (1998). ‘Opinions of Upper Elementary students About a ‘Good teacher’ (Case Study in Turkey).
University of Cincinnati: USA

Ogden, D. H., Chappmen, A. D., Doak, L. (1994) ‘Characteristics of good/effective teachers: Gender differences in student descriptors’. In Aksoy, N. (1998) ‘‘Opinions of Upper Elementary students About a ‘Good teacher’ (Case Study in Turkey).
University of Cincinnati: USA

Shedlin, A. (1986). ‘487 Sixth Graders Can’t Be Wrong’. In Aksoy, N. (1998) ‘‘Opinions of Upper Elementary students About a ‘Good teacher’ (Case Study in Turkey).
University of Cincinnati: USA

References: Aksoy, N. (1998). ‘Opinions of Upper Elementary students About a ‘Good teacher’ (Case Study in Turkey). University of Cincinnati: USA Ogden, D. H., Chappmen, A. D., Doak, L. (1994) ‘Characteristics of good/effective teachers: Gender differences in student descriptors’. In Aksoy, N. (1998) ‘‘Opinions of Upper Elementary students About a ‘Good teacher’ (Case Study in Turkey). University of Cincinnati: USA Shedlin, A. (1986). ‘487 Sixth Graders Can’t Be Wrong’. In Aksoy, N. (1998) ‘‘Opinions of Upper Elementary students About a ‘Good teacher’ (Case Study in Turkey). University of Cincinnati: USA